Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2014-15 in Adelanto School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula -Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers -Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis.

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in Adelanto School District, CA

More than 145 students from different schools of Adelanto School District, CA, grades 2-8 attended online tutoring sessions with the Highpoints Math platform during the academic year 2014-15. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The 'Stanford Assessment Test' is used to evaluate students' performance.

Program Effectiveness Report, Adelanto School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

62

79

17

60

82

22

59

75

16

42

61

19

48

69

21

45

63

18

49

66

17

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 145 students out of which 37 students attended at least 20 Hours Online sessions, These students showed average 30% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects-

1

2

3

Students completing an average of 20 hours online sessions showed an average of 30% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 38% improvement in their performance.

Students averaging over 5 hours online sessions showed an average of 14% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

95

83

Below Basic Level (0-69)

24

29

Basic Level (70-79)

17

21

Strong Level (80-89)

9

12

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 95 to 83 students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 24 to 29 students – reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15 Alvord School District, CA

17%

average improvement from Pre- test to Post-test

44%

students achieved 12% improvement.

23%

students transitioned from Below Basic (0-69) to Basic (70-79).

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-4 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2014-15 in Alvord School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in the schools of Alvord School District, CA

More than 21 students from different schools of Alvord School District, CA, grades 2-4 attended online tutoring sessions with the Highpoints Math platform during the academic year 2014-15. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.

Program Effectiveness Report, Alvord School District, CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

64

84

20

61

76

15

51

69

18

Grade-2

Grade-3

Grade-4

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 21 students out of which 6 students attended at least 15 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects–

1

2

3

Students completing an average of 15 hours online sessions showed an average of 30% improvement in their post-test performance.

Students completing an average of 10 hours online sessions showed an average of 38% improvement in their post-test performance.

Students averaging over 5 hours online sessions showed an average of 14% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

16

13

Below Basic Level (0-69)

4

6

Basic Level (70-79)

1

2

Strong Level (80-89)

0

0

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 16 to 13 students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 4 to 6 students – reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15 Anaheim City School District, CA

13%

average improvement from Pre- test to Post-test

28%

students achieved 12% improvement.

19%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-6 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2014-15 in Anaheim City School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in the schools of Anaheim City School District, CA

More than 79 students from different schools of Anaheim City School District, CA, grades 2-6 attended online tutoring sessions with the Highpoints Math platform during the academic year 2014-15. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.

Program Effectiveness Report, Anaheim City School District, CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

58

74

16

63

73

10

53

66

13

38

52

14

50

62

12

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 79 students out of which 15 students attended at least 20 Hours Online sessions, These students showed average 5% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects-

1

2

3

Students completing an average of 20 hours online sessions showed an average of 12% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average 45% improvement in their post-test performance.

Students averaging over 10 hours online sessions showed an average of 15% improvement in their post-test performance.

Impact Report–Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

61

45

Below Basic Level (0-69)

14

16

Basic Level (70-79)

2

12

Strong Level (80-89)

2

6

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 61 to 45 students –reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 14 to 16 students–reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2014-15 in Apple Valley Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in the schools of Apple Valley Unified School District, CA

About 344 students from different schools of Apple Valley Unified School District, CA, grades 2-12 attended online tutoring sessions with the Highpoints Math platform during the academic year 2014-15. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.

Program Effectiveness Report, Apple Valley Unified School District, CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

49

81

32

70

89

19

54

74

20

49

65

16

46

55

9

38

55

17

59

79

20

41

62

21

46

71

25

41

59

18

48

67

19

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 344 students out of which 182 students attended at least 15 Hours Online sessions, These students showed average 12% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects-

1

2

3

Students completing an average of 15 hours online sessions showed an average of 12% improvement in their post-test performance.

Students completing an average of 10 hours online sessions showed an average of 9% improvement in their post-test performance.

Students averaging over 5 hours online sessions showed an average of 14% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

236

187

Below Basic Level (0-69)

52

72

Basic Level (70-79)

37

53

Strong Level (80-89)

19

32

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 236 to 187 students-reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 52 to 72 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Cajon Valley School District, CA

8%

average improvement from Pre- test to Post-test

36%

students achieved 12% improvement.

38%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2014-15 in Cajon Valley School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in Cajon Valley School District, CA

207 students from different schools of Cajon Valley School District, CA, grades 2-8 attended online tutoring sessions with the Highpoints Math platform during the academic year 2014-15. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.

Program Effectiveness Report, Cajon Valley School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

61

73

12

72

75

3

65

69

4

45

52

7

50

55

5

34

45

11

52

60

8

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from from 207 students out of which 141 students attended at least 10 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent tutoring. The key observations from the relationship reflects-

1

2

3

Students completing an average of 20 hours online sessions showed an average of 4% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in their post-test performance.

Students averaging over 10 hours online sessions showed an average of 8% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

141

110

Below Basic Level (0-69)

33

33

Basic Level (70-79)

22

45

Strong Level (80-89)

11

19

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 141 to 110 students - reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Strong Level (80-89) went from 22 to 45 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Basic and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Antioch School District, CA

8%

average improvement from Pre- test to Post-test

19%

students achieved 15% improvement.

17%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-11 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2014-15 in Antioch School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in Antioch School District, CA

108 students from different schools of Antioch School District, CA, grades 2-11 attended online tutoring sessions with the Highpoints Math platform during the academic year 2014-15. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.

Program Effectiveness Report, Antioch School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

64

77

13

71

76

5

63

68

5

51

59

8

50

56

6

37

52

15

57

63

6

37

47

10

48

55

7

60

65

5

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from from 108 students out of which 65 students attended at least 20 Hours Online sessions, These students showed average 9% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent tutoring. The key observations from the relationship reflects-

1

2

Students completing an average of 20 hours online sessions showed an average of 20% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 9% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

81

61

Below Basic Level (0-69)

18

23

Basic Level (70-79)

7

15

Strong Level (80-89)

2

9

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 81 to 61 students - reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 18 to 23 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Arvin Union School District, CA

14%

average improvement from Pre- test to Post-test

22%

students achieved 12% improvement.

12%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Arvin Union School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Arvin Union School District, CA

More than 39 students from different schools of Arvin Union School District, CA, grades 2 - 8 attended online
tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students reflected
improvement in their scores from pre-test to post-test can be considered significant improvement. The 'Stanford
Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Arvin Union School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

68

81

13

47

77

30

61

69

8

46

56

10

51

66

15

36

47

11

50

62

12

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 39 students out of which 17 students attended atleast 20 hrs online sessions, These students showed an
average 7 % improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time
The key observations from the relationship reflects

1

2

Students completing an average of 20 Hours online sessions showed an average of 6% improvement in their post test performance.

Students completing an average of 15 Hours online sessions showed an average of 10% improvement in their post test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

28

20

Below Basic Level (0-69)

7

8

Basic Level (70-79)

3

8

Strong Level (80-89)

1

3

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 28 to 20 students - reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 7 to 8 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Victor Valley School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Victor Valley School District, CA

More than 251 students from different schools of Victor Valley School District, CA, grades 2 - 12 attended online
tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students reflected
improvement in their scores from pre-test to post-test can be considered significant improvement. The 'Stanford
Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Victor Valley School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

60

90

30

41

52

11

59

67

8

48

53

5

51

58

7

50

57

7

56

59

3

Grade-2

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 251 students out of which 32 students attended at least 15 hours Online sessions, These students showed
average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

3

Students completing an average of 20 hours online sessions showed an avarage of 8% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in their post-test performance.

Students completing an average of 10 hours online sessions showed an average of 3% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

212

177

Below Basic Level (0-69)

19

34

Basic Level (70-79)

16

25

Strong Level (80-89)

4

15

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 212 to 177 students - reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 19 to 34 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Bakersfield City School District, CA

9%

average improvement from Pre- test to Post-test

29%

students achieved 12% improvement.

14%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Bakersfield City School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Bakersfield City School District, CA

More than 148 students from different schools of Bakersfield City School District, CA, grades 2-8 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
'Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Bakersfield City School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

57

72

15

70

76

6

56

67

11

39

47

8

59

64

5

37

46

9

46

54

8

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 148 students out of which 79 students attended atleast 15 hours online sessions, these students showed
average 27% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an avarage of 14% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 27% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

114

100

Below Basic Level (0-69)

18

19

Basic Level (70-79)

14

25

Strong Level (80-89)

2

4

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 114 to 100 students - reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 18 to 19 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Hueneme School District, CA

8%

average improvement from Pre- test to Post-test

26%

students achieved 20% improvement.

18%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Hueneme School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Hueneme School District, CA

More than 61 students from different schools of Hueneme School District, CA, grades 2-8 attended online
tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students reflected
improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford
Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Hueneme School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

73

77

4

66

85

19

53

57

4

40

45

5

35

47

12

34

38

4

65

71

6

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 61 students out of which 46 students attended at least 15 Hours Online sessions, These students showed
average 4% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

3

Students completing an average of 20 hours online sessions showed an avarage of 7% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in their post-test performance.

Students completing an average of 10 hours online sessions showed an average of 10% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

51

42

Below Basic Level (0-69)

5

9

Basic Level (70-79)

4

4

Strong Level (80-89)

1

6

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 51 to 42
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 5 to 9 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Kern High School District, CA

7%

average improvement from Pre- test to Post-test

28%

students achieved 20% improvement.

22%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 9-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Kern High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Kern High School District, CA

More than 291 students from different schools of Kern High School District, CA, grades 9-12 attended online
tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students reflected
improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford
Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Kern High School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

53

61

8

51

57

6

53

58

5

46

52

6

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 291 students out of which 32 students attended at least 20 Hours Online sessions, These students showed
average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an avarage of 6% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

242

198

Below Basic Level (0-69)

25

52

Basic Level (70-79)

18

31

Strong Level (80-89)

6

10

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 242 to 198
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 25 to 52 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Lake Elsinore Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Lake Elsinore Unified School District, CA

More than 48 students from different schools of Lake Elsinore Unified School District, CA, grades 2-8 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Lake Elsinore Unified School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

52

79

27

76

85

9

65

69

4

62

69

7

55

59

4

51

59

8

66

75

9

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 48 students out of which 42 students attended at least 15 Hours Online sessions, These students showed
average 3% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an avarage of 4% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 3% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

34

24

Below Basic Level (0-69)

7

11

Basic Level (70-79)

5

11

Strong Level (80-89)

2

2

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 34 to 24
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 7 to 11 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Grossmont Union High School District, CA

8%

average improvement from Pre- test to Post-test

17%

students achieved 20% improvement.

10%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Grossmont Union High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Grossmont Union High School District, CA

More than 195 students from different schools of Grossmont Union High School District, CA, grades 2-12
attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The
students reflected improvement in their scores from pre-test to post-test can be considered significant
improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Grossmont Union High SD-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

53

63

10

45

51

6

43

49

6

44

53

9

44

51

7

Grade-4

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 195 students out of which 164 students attended at least 15 Hours Online sessions, These students
showed average 7% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 5% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 7% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

175

163

Below Basic Level (0-69)

11

17

Basic Level (70-79)

8

11

Strong Level (80-89)

1

4

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 175 to 163
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 11 to 17 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Merced City School District, CA

10%

average improvement from Pre- test to Post-test

19%

students achieved 20% improvement.

28%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Merced City School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Merced City School District, CA

More than 83 students from different schools of Merced City School District, CA, grades 2-8 attended online
tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students reflected
improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford
Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Merced City School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

72

82

10

68

79

11

47

59

12

50

55

5

46

58

12

61

67

6

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 83 students out of which 29 students attended at least 20 Hours Online sessions, These students showed
average 5% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an avarage of 5% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 1% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

58

46

Below Basic Level (0-69)

14

16

Basic Level (70-79)

8

15

Strong Level (80-89)

3

6

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 58 to 46
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 14 to 16 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Modesto City Elementary School District, CA

8%

average improvement from Pre- test to Post-test

11%

students achieved 15% improvement.

15%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Modesto City Elementary School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Modesto City Elementary School District, CA

More than 35 students from different schools of Modesto City Elementary School, CA, grades 2-8 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Modesto City Elementary School-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

60

69

9

65

75

10

44

50

6

46

55

9

33

39

6

57

64

7

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 35 students out of which 13 students attended at least 20 Hours Online sessions, These students showed
average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an avarage of 8% improvement in their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

28

23

Below Basic Level (0-69)

4

4

Basic Level (70-79)

3

5

Strong Level (80-89)

0

3

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 28 to 23
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 4 to 4 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Moreno Valley Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Moreno Valley Unified School District, CA

More than 113 students from different schools of Moreno Valley Unified School District, CA, grades 2-12
attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The
students reflected improvement in their scores from pre-test to post-test can be considered significant
improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Moreno Valley Unified SD-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

70

77

7

75

82

7

73

80

7

52

60

8

64

67

3

55

65

10

69

80

11

55

65

10

38

47

9

59

74

15

42

54

12

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 113 students out of which 29 students attended at least 20 Hours Online sessions, These students showed
average 4% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 4% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 2% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

64

49

Below Basic Level (0-69)

25

30

Basic Level (70-79)

16

26

Strong Level (80-89)

8

8

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 64 to 49
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 25 to 30 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Paramount Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Paramount Unified School District, CA

More than 150 students from different schools of Paramount Unified School District, CA, grades 2-12 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Paramount Unified School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

62

67

5

60

66

6

46

52

6

52

56

4

38

50

12

60

64

4

47

51

4

45

52

7

46

55

9

20

60

40

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 150 students out of which 143 students attended at least 15 Hours Online sessions, These students
showed average 4% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

128

115

Below Basic Level (0-69)

13

22

Basic Level (70-79)

7

10

Strong Level (80-89)

2

3

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 128 to 115
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 13 to 22 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Perris Union High School District, CA

6%

average improvement from Pre- test to Post-test

20%

students achieved 20% improvement.

3%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 5-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Perris Union High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Perris Union High School District, CA

More than 51 students from different schools of Perris Union High School District, CA, grades 5-12 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Perris Union High School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

35

45

10

68

74

6

47

52

5

43

48

5

53

58

5

53

57

4

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 51 students out of which 48 students attended at least 15 Hours Online sessions, These students showed
average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 4% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

41

41

Below Basic Level (0-69)

7

1

Basic Level (70-79)

1

5

Strong Level (80-89)

2

4

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 41 to 41
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 7 to 1 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Ventura Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Ventura Unified School District, CA

More than 46 students from different schools of Ventura Unified School District, CA, grades 2-8 attended online
tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students reflected
improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford
Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Ventura Unified School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

67

83

16

70

76

6

58

63

5

38

45

7

58

62

4

28

32

4

37

40

3

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 46 students out of which 10 students attended at least 20 Hours Online sessions, These students showed
average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

33

28

Below Basic Level (0-69)

3

5

Basic Level (70-79)

6

8

Strong Level (80-89)

4

5

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 33 to 28
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 3 to 5 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in West Contra Costa Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in West Contra Costa Unified School District, CA

More than 45 students from different schools of West Contra Costa Unified School District, CA, grades 2-12
attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The
students reflected improvement in their scores from pre-test to post-test can be considered significant
improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, West Contra Costa Unified SD-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

54

70

16

65

82

17

64

70

6

44

50

6

54

69

15

45

53

8

25

32

7

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-11

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 45 students out of which 13 students attended at least 20 Hours Online sessions, These students showed
average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 11% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

36

22

Below Basic Level (0-69)

7

9

Basic Level (70-79)

2

7

Strong Level (80-89)

0

7

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 36 to 22
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 7 to 9 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15Southern Kern District, CA

11%

average improvement from Pre- test to Post-test

33%

students achieved 20% improvement.

48%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-5 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in Southern Kern District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Southern Kern District, CA

More than 48 students from different schools of Southern Kern District, CA, grades 2-5 attended online tutoring
sessions with the Achieve Highpoints platform during the academic year 2014-15.The students reflected
improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford
Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Southern Kern District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

64

80

16

71

85

14

68

73

5

54

62

8

Grade-2

Grade-3

Grade-4

Grade-5

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 48 students out of which 9 students attended at least 20 Hours Online sessions, These students showed
average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 9% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

23

12

Below Basic Level (0-69)

15

11

Basic Level (70-79)

8

17

Strong Level (80-89)

2

8

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 23 to 12
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 15 to 11 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2014-15San Bernardino City Unified School District, CA

9%

average improvement from Pre- test to Post-test

15%

students achieved 20% improvement.

20%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in San Bernardino City Unified School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in San Bernardino City Unified School District, CA

More than 34 students from different schools of San Bernardino City Unified School District, CA, grades 2-12
attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The
students reflected improvement in their scores from pre-test to post-test can be considered significant
improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, San Bernardino City Unified SD-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

65

69

4

59

78

19

61

66

5

51

61

10

48

61

13

35

43

8

46

54

8

32

35

3

69

78

9

47

55

8

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 34 students out of which 9 students attended at least 20 Hours Online sessions, These students showed
average 5% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 5% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

25

21

Below Basic Level (0-69)

4

5

Basic Level (70-79)

5

6

Strong Level (80-89)

0

2

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 25 to 21
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 4 to 5 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2014-15
in San Jacinto Unified School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in San Jacinto Unified School District, CA

More than 20 students from different schools of San Jacinto Unified School District, CA, grades 2-8 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2014-15.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, San Jacinto Unified School District-CA2014-15 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

65

75

10

56

80

24

38

58

20

45

55

10

34

51

17

64

68

4

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained
from 20 students out of which 4 students attended at least 20 Hours Online sessions, These students showed
average 5% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 5% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

14

13

Below Basic Level (0-69)

3

5

Basic Level (70-79)

3

0

Strong Level (80-89)

0

2

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 14 to 13
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 3 to 5 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16Bakersfield City School District, CA

9%

average improvement from Pre- test to Post-test

19%

students achieved 20% improvement.

17%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Bakersfield City School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Bakersfield City School District, CA

More than 179 students from different schools of Bakersfield City School District, CA, grades 2-8 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Bakersfield City School District-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

72

80

8

56

65

9

45

53

8

60

67

7

44

52

8

60

74

14

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 179 students out of which 95 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

3

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in
their post-test performance.

Students completing an average of 10 hours online sessions showed an average of 6% improvement in their post-test performance

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

142

116

Below Basic Level (0-69)

17

23

Basic Level (70-79)

18

27

Strong Level (80-89)

2

13

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 142 to 116
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 17 to 23 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Apple Valley Unified School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Apple Valley Unified School District, CA

More than 40 students from different schools of Apple Valley Unified School District, CA, grades 2-12 attended
online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students
reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The
‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Apple Valley Unified School District-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

70

85

15

64

76

12

64

73

9

45

55

10

53

62

9

46

55

9

62

66

4

30

37

7

45

56

11

55

70

15

49

55

6

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 40 students out of which 11 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 8% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

28

24

Below Basic Level (0-69)

4

4

Basic Level (70-79)

5

6

Strong Level (80-89)

3

6

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 28 to 24
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 4 to 4 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16Chaffey Joint Union High School District,, CA

7%

average improvement from Pre- test to Post-test

11%

students achieved 20% improvement.

17%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 8-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Chaffey Joint Union High School District,, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Chaffey Joint Union High School District, CA

More than 38 students from different schools of Chaffey Joint Union High School District, CA, grades 8-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Chaffey Joint Union High SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

49

54

5

59

65

6

55

65

10

34

38

4

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 38 students out of which 6 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 3% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

30

25

Below Basic Level (0-69)

4

5

Basic Level (70-79)

2

4

Strong Level (80-89)

2

4

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 30 to 25
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 4 to 5 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Desert Sands Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Desert Sands Unified School District, CA

More than 40 students from different schools of Desert Sands Unified School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Desert Sands Unified School District-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

77

91

14

46

61

15

53

59

6

50

64

14

46

50

4

54

60

6

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 40 students out of which 14 students attended at least 20 Hours Online sessions, These students showed average 14% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 14% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 3% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

33

26

Below Basic Level (0-69)

5

4

Basic Level (70-79)

2

7

Strong Level (80-89)

0

3

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 33 to 26
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 5 to 4 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16Grossmont Union High School District, CA

9%

average improvement from Pre- test to Post-test

18%

students achieved 20% improvement.

12%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 8-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Grossmont Union High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Grossmont Union High School District, CA

More than 102 students from different schools of Grossmont Union High School District, CA, grades 8-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Grossmont Union High SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

45

55

10

42

50

8

43

52

9

41

49

8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 102 students out of which 36 students attended at least 20 Hours Online sessions, These students showed average 5% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 5% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

86

81

Below Basic Level (0-69)

8

10

Basic Level (70-79)

5

7

Strong Level (80-89)

3

4

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 86 to 81
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 8 to 10 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Hueneme Elementary School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Hueneme Elementary School District, CA

More than 52 students from different schools of Hueneme Elementary School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Hueneme Elementary SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

66

81

15

70

80

10

55

64

9

41

55

14

64

70

6

45

54

9

69

75

6

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 52 students out of which 30 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

3

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in
their post-test performance.

Students completing an average of 10 hours online sessions showed an average of 3% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

30

19

Below Basic Level (0-69)

6

8

Basic Level (70-79)

13

15

Strong Level (80-89)

3

10

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 30 to 19
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 6 to 8 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16Kern High School District, CA

9%

average improvement from Pre- test to Post-test

19%

students achieved 20% improvement.

15%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 8-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Kern High School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Kern High School District,, CA

More than 106 students from different schools of Kern High School District, CA, grades 8-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Kern High School District,-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

48

55

7

46

52

6

51

62

11

47

58

11

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 106 students out of which 30 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 5% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

90

82

Below Basic Level (0-69)

12

13

Basic Level (70-79)

4

6

Strong Level (80-89)

0

5

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 90 to 82
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 12 to 13 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16Merced City School District, CA

8%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

24%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Merced City School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Merced City School District, CA

More than 61 students from different schools of Merced City School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance

Program Effectiveness Report, Merced City School District-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

62

70

8

43

50

7

49

58

9

Grade-4

Grade-5

Grade-6

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 61 students out of which 27 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

47

35

Below Basic Level (0-69)

5

11

Basic Level (70-79)

7

9

Strong Level (80-89)

2

6

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 47 to 35
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 5 to 11 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Moreno valley Unified School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Moreno valley Unified School District,, CA

More than 26 students from different schools of Moreno valley Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Moreno valley Unified SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

70

80

10

67

80

13

60

71

11

55

66

11

56

62

6

54

58

4

64

67

3

41

47

6

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-10

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 26 students out of which 8 students attended at least 20 Hours Online sessions, These students showed average 4% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 4% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

11

7

Below Basic Level (0-69)

2

3

Basic Level (70-79)

8

9

Strong Level (80-89)

5

7

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 11 to 7
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 2 to 3 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Paramount Unified School District, in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Paramount Unified School District, CA

More than 47 students from different schools of Paramount Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Paramount Unified School District-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

80

83

3

42

50

8

50

54

4

53

58

5

44

56

12

58

66

8

52

63

11

38

45

7

50

56

6

60

66

6

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 47 students out of which 7 students attended at least 20 Hours Online sessions, These students showed average 12% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 12% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

42

35

Below Basic Level (0-69)

2

5

Basic Level (70-79)

3

4

Strong Level (80-89)

0

3

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 42 to 35
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 2 to 5 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16Richland School District,, CA

7%

average improvement from Pre- test to Post-test

20%

students achieved 20% improvement.

40%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Richland School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Richland School District, CA

More than 55 students from different schools of Richland School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Richland School District-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

81

82

1

65

75

10

61

67

6

60

64

4

52

65

13

48

58

10

70

75

5

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 55 students out of which 20 students attended at least 20 Hours Online sessions, These students showed average 4% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 4% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

30

24

Below Basic Level (0-69)

9

12

Basic Level (70-79)

10

11

Strong Level (80-89)

6

8

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 30 to 24
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 9 to 12 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16San Bernardino City Unified School District, CA

10%

average improvement from Pre- test to Post-test

11%

students achieved 20% improvement.

37%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in San Bernardino City Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in San Bernardino City Unified SD, CA

More than 28 students from different schools of San Bernardino City Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, San Bernardino City Unified SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

70

76

6

62

70

8

64

70

6

39

50

11

42

54

12

56

66

10

38

54

16

52

61

9

61

68

7

53

63

10

47

60

13

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 28 students out of which 19 students attended at least 20 Hours Online sessions, These students showed average 4% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 4% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

19

14

Below Basic Level (0-69)

5

7

Basic Level (70-79)

3

4

Strong Level (80-89)

1

3

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 19 to 14
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 5 to 7 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Santa Paula Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Santa Paula Unified SD, CA

More than 55 students from different schools of Santa Paula Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Santa Paula Unified SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

67

83

16

66

78

12

48

57

9

35

41

6

59

66

12

54

66

7

66

70

4

41

52

11

30

45

15

55

60

5

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 55 students out of which 19 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

41

34

Below Basic Level (0-69)

8

8

Basic Level (70-79)

5

11

Strong Level (80-89)

1

2

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 41 to 34
studen3ts – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 8 to 8 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Stockton Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Stockton Unified SD, CA

More than 65 students from different schools of Stockton Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Stockton Unified SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

57

79

22

72

77

5

56

59

3

32

40

8

48

55

7

45

52

7

46

48

2

41

50

9

35

52

17

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-11

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 65 students out of which 24 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

50

41

Below Basic Level (0-69)

5

6

Basic Level (70-79)

8

9

Strong Level (80-89)

2

9

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 50 to 41
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 5 to 6 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2015-16Victor Valley Union High School District, CA

11%

average improvement from Pre- test to Post-test

14%

students achieved 20% improvement.

17%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2015-16
in Victor Valley Union High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Victor Valley Union High SD, CA

More than 168 students from different schools of Victor Valley Union High School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2015-16.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Victor Valley Union High SD-CA2015-16 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

60

75

15

53

65

12

62

68

6

39

46

7

43

53

10

52

67

15

45

51

6

Grade-2

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 168 students out of which 35 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

120

110

Below Basic Level (0-69)

15

20

Basic Level (70-79)

20

23

Strong Level (80-89)

13

15

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 120 to 110
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 15 to 20 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Alvord Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Alvord Unified School District, CA

More than 68 students from different schools of Alvord Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Alvord Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

40

50

10

62

70

8

60

66

6

65

75

10

Grade-2

Grade-3

Grade-4

Grade-5

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 68 students out of which 14 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

37

30

Below Basic Level (0-69)

13

17

Basic Level (70-79)

12

13

Strong Level (80-89)

6

8

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 37 to 30
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 13 to 17 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Antioch Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Antioch Unified School District, CA

More than 52 students from different schools of Antioch Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Antioch Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

68

75

7

60

70

10

55

75

20

50

60

10

54

59

5

45

58

13

60

71

11

46

60

14

34

52

18

54

63

9

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 52 students out of which 14 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

26

20

Below Basic Level (0-69)

9

11

Basic Level (70-79)

10

12

Strong Level (80-89)

7

9

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 26 to 20
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 9 to 11 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Apple Valley Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Apple Valley Unified School District, CA

More than 438 students from different schools of Apple Valley Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Apple Valley Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

55

60

5

53

66

13

55

59

4

58

67

9

43

51

8

45

56

11

60

64

4

54

62

8

48

59

11

46

57

11

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 438 students out of which 294 students attended at least 15 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

3

Students completing an average of 20 hours online sessions showed an average of 12% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 10 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

140

115

Below Basic Level (0-69)

77

90

Basic Level (70-79)

108

115

Strong Level (80-89)

113

118

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 140 to 115
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 77 to 90 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Arvin Union School District, CA

9%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

94%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Arvin Union School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Arvin Union School District, CA

More than 57 students from different schools of Arvin Union School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Arvin Union School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

43

55

12

54

59

5

55

61

6

48

59

11

60

65

5

55

68

13

58

67

9

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 57 students out of which 16 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

16

10

Below Basic Level (0-69)

14

15

Basic Level (70-79)

18

20

Strong Level (80-89)

9

12

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 16 to 10
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 14 to 15 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Bakersfield City School District, CA

8%

average improvement from Pre- test to Post-test

26%

students achieved 20% improvement.

48%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Bakersfield City School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Bakersfield City School District, CA

More than 253 students from different schools of Bakersfield City School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Bakersfield City School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

53

65

12

60

70

10

55

63

8

48

55

7

58

64

6

60

68

8

65

70

5

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 253 students out of which 109 students attended at least 20 Hours Online sessions, These students showed average 10% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 10% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 8% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

129

100

Below Basic Level (0-69)

52

61

Basic Level (70-79)

51

58

Strong Level (80-89)

21

34

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 129 to 100
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 52 to 61 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Barstow Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Barstow Unified School District, CA

More than 38 students from different schools of Barstow Unified School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Barstow Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

45

56

11

55

63

8

60

68

8

56

65

9

62

71

9

58

68

10

48

58

10

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 38 students out of which 14 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

18

10

Below Basic Level (0-69)

4

8

Basic Level (70-79)

10

12

Strong Level (80-89)

6

8

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 18 to 10
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 4 to 8 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Beaumont Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Beaumont Unified School District, CA

More than 60 students from different schools of Beaumont Unified School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Beaumont Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

55

65

10

60

70

10

55

65

10

45

55

10

58

68

10

70

73

3

65

68

3

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 60 students out of which 23 students attended at least 20 Hours Online sessions, These students showed average 7% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 7% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

20

10

Below Basic Level (0-69)

12

14

Basic Level (70-79)

12

18

Strong Level (80-89)

16

18

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 20 to 10
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 12 to 14 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Cajon Valley Union School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Cajon Valley Union School District, CA

More than 113 students from different schools of Cajon Valley Union School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Cajon Valley Union SD-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

60

77

17

58

76

18

70

77

7

75

84

9

70

76

6

66

76

10

69

76

7

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 113 students out of which 16 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

50

30

Below Basic Level (0-69)

28

35

Basic Level (70-79)

20

28

Strong Level (80-89)

15

20

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 50 to 30
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 28 to 35 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Chaffey Joint Union High School District, CA

9%

average improvement from Pre- test to Post-test

12%

students achieved 20% improvement.

33%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 8-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Chaffey Joint Union High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Chaffey Joint Union High School District, CA

More than 62 students from different schools of Chaffey Joint Union High School District, CA, grades 8-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Chaffey Joint Union High SD-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

61

70

9

61

73

12

53

66

13

73

75

2

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 62 students out of which 9 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

40

25

Below Basic Level (0-69)

9

13

Basic Level (70-79)

10

15

Strong Level (80-89)

3

9

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 40 to 25
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 9 to 13 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Dinuba Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Dinuba Unified School District, CA

More than 21 students from different schools of Dinuba Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Dinuba Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

54

65

11

69

72

3

58

64

6

65

74

9

56

66

10

44

57

13

56

62

6

48

58

10

61

67

6

61

63

2

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 21 students out of which 9 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

9

2

Below Basic Level (0-69)

6

8

Basic Level (70-79)

6

9

Strong Level (80-89)

0

2

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 9 to 2
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 6 to 8 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Grossmont Union High School District, CA

12%

average improvement from Pre- test to Post-test

22%

students achieved 20% improvement.

19%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 8-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Grossmont Union High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Grossmont Union High School District, CA

More than 271 students from different schools of Grossmont Union High School District, CA, grades 8-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Grossmont Union High SD-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

53

65

12

56

70

14

53

62

9

51

64

13

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 271 students out of which 51 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

218

160

Below Basic Level (0-69)

25

40

Basic Level (70-79)

20

45

Strong Level (80-89)

8

26

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 218 to 160
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 25 to 40 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Kern High School District, CA

7%

average improvement from Pre- test to Post-test

24%

students achieved 20% improvement.

35%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Kern High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Kern High School District, CA

More than 573 students from different schools of Kern High School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Kern High School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

52

61

9

54

59

5

62

68

6

62

69

7

Grade-2

Grade-9

Grade-10

Grade-11

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 573 students out of which 89 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

345

250

Below Basic Level (0-69)

104

120

Basic Level (70-79)

87

130

Strong Level (80-89)

37

73

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 345 to 250
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 104 to 120 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Mendota Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Mendota Unified School District, CA

More than 41 students from different schools of Mendota Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Mendota Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

62

70

8

72

76

4

59

67

8

60

70

10

56

66

10

53

59

6

62

65

3

57

66

9

Grade-3

Grade-4

Grade-5

Grade-6

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 41 students out of which 31 students attended at least 20 Hours Online sessions, These students showed average 12% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 12% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 8% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

26

15

Below Basic Level (0-69)

7

9

Basic Level (70-79)

3

9

Strong Level (80-89)

5

8

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 26 to 15
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 7 to 9 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Lindsay Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Lindsay Unified School District, CA

More than 53 students from different schools of Lindsay Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Lindsay Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

55

66

11

64

69

5

53

59

6

59

69

10

61

73

12

51

68

17

58

62

4

59

69

10

65

73

8

62

70

8

68

77

9

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 53 students out of which 15 students attended at least 20 Hours Online sessions, These students showed average 10% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 10% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

14

7

Below Basic Level (0-69)

9

11

Basic Level (70-79)

18

21

Strong Level (80-89)

12

14

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 14 to 7
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 9 to 11 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Lynwood Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Lynwood Unified School District, CA

More than 141 students from different schools of Lynwood Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Lynwood Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

66

70

4

56

68

12

66

72

6

70

76

6

64

74

10

65

71

6

56

66

10

57

67

10

55

64

9

68

73

5

64

77

13

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 141 students out of which 24 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 5% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

77

50

Below Basic Level (0-69)

25

31

Basic Level (70-79)

24

32

Strong Level (80-89)

15

28

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 77 to 50
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 25 to 31 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Modesto City Elementary School District, CA

7%

average improvement from Pre- test to Post-test

10%

students achieved 20% improvement.

60%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Modesto City Elementary School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Modesto City Elementary School District, CA

More than 40 students from different schools of Modesto City Elementary School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Modesto City Elementary SD-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

55

60

5

58

65

7

55

63

8

65

70

5

60

68

8

55

62

7

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 40 students out of which 14 students attended at least 20 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

21

10

Below Basic Level (0-69)

5

7

Basic Level (70-79)

9

11

Strong Level (80-89)

5

12

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 21 to 10
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 5 to 7 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Paramount Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Paramount Unified School District, CA

More than 178 students from different schools of Paramount Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Paramount Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

54

65

11

61

68

7

65

72

7

55

65

10

55

64

9

61

69

8

56

63

7

55

62

7

58

65

7

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 178 students out of which 155 students attended at least 15 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 8% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

71

50

Below Basic Level (0-69)

31

40

Basic Level (70-79)

51

58

Strong Level (80-89)

25

30

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 71 to 50
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 31 to 40 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Perris Union High School District, CA

10%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

60%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-12 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Perris Union High School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Perris Union High School District, CA

More than 78 students from different schools of Perris Union High School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Perris Union High School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

55

65

10

60

70

10

57

66

9

57

72

15

57

59

2

58

68

10

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 78 students out of which 20 students attended at least 20 Hours Online sessions, These students showed average 6% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 8% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

45

25

Below Basic Level (0-69)

8

16

Basic Level (70-79)

13

19

Strong Level (80-89)

12

18

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 45 to 25
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 8 to 16 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Proficiency Level (PreTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Proficiency Level (PostTest)

Below Basic Level (0-69)

Basic Level (70-79)

Strong Level (80-89)

Advanced (90-100)

Program Effectiveness Report, 2013-14Anaheim City School District, CA

8%

average improvement from Pre- test to Post-test

8%

students achieved 20% improvement.

60%

students transitioned from Below Basic (0-69) to Basic (70-79)

Common

Core State Standards & Curriculum based results with minimal support

Served

a broad range of students grade 2-8 need improvement in math

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Anaheim City School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Anaheim city School District, CA

More than 71 students from different schools of Anaheim City School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Anaheim City School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

61

67

6

54

68

14

63

71

8

62

69

7

55

71

16

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 71 students out of which 53 students attended at least 15 Hours Online sessions, These students showed average 8% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 6% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 8% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

38

24

Below Basic Level (0-69)

16

18

Basic Level (70-79)

13

16

Strong Level (80-89)

4

13

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 38 to 24
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 16 to 18 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Stockton Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Stockton Unified School District, CA

More than 111 students from different schools of Stockton Unified School District, CA, grades 2-12 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Stockton Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

42

55

13

57

63

6

59

66

7

65

71

6

59

64

5

71

77

6

68

74

6

48

68

20

45

56

11

53

64

11

56

68

12

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Grade-9

Grade-10

Grade-11

Grade-12

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 111 students out of which 71 students attended at least 20 Hours Online sessions, These students showed average 9% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 9% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

81

60

Below Basic Level (0-69)

8

10

Basic Level (70-79)

21

25

Strong Level (80-89)

1

16

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 81 to 60
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 8 to 10 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Ventura Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Ventura Unified School District, CA

More than 55 students from different schools of Ventura Unified School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Ventura Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

63

77

14

68

75

7

55

62

7

53

60

7

54

62

8

61

68

7

65

73

8

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 55 students out of which 36 students attended at least 20 Hours Online sessions, These students showed average 9% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 8% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 4% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

20

10

Below Basic Level (0-69)

14

15

Basic Level (70-79)

12

14

Strong Level (80-89)

9

16

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 20 to 10
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 14 to 15 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform

Introduction

This Program Effectiveness Report summarizes the key data that our Achieve
HighPoints Program used as After-School Program (SES) had in the 2013-14
in Visalia Unified School District in the State of California.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.

1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards

3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.

Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.

Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.

Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

Achieve HighPoints program is an internet based online program which can be accessed 24/7 from anywhere, is
cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the
way that works best for them and based on their specific needs which are often addressed with customized test
focused platforms. One school may choose to use it only in the computer lab during regularly scheduled
classes, while another way use it in the lab; before and after school; during unscheduled class periods and
lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school
hours and weekends. New enhancements and releases are always introduced that make the product more
attractive based on input directly from teachers and schools.

Impact of the Program in Visalia Unified School District, CA

More than 83 students from different schools of Visalia Unified School District, CA, grades 2-8 attended online tutoring sessions with the Achieve Highpoints platform during the academic year 2013-14.The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The ‘Stanford Assessment Test’ is used to evaluate students’ performance.

Program Effectiveness Report, Visalia Unified School District-CA2013-14 School Year

Avg Pre-Test (%)

Avg Post-Test (%)

Avg Improvement

48

60

12

68

75

7

54

63

9

58

65

7

56

66

10

59

67

8

52

64

12

Grade-2

Grade-3

Grade-4

Grade-5

Grade-6

Grade-7

Grade-8

Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results). The above graph indicates only the grades in which the students are enrolled.

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 83 students out of which 19 students attended at least 20 Hours Online sessions, These students showed average 12% improvement in Post-test.

Figure 2.0 establishes the co-relationship between the performance and average time spent on Online sessions.
The key observations from the relationship reflects

1

2

Students completing an average of 20 hours online sessions showed an average of 12% improvement in
their post-test performance.

Students completing an average of 15 hours online sessions showed an average of 6% improvement in
their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

Pre-test

Post-test

24

14

Below Basic Level (0-69)

16

18

Basic Level (70-79)

25

27

Strong Level (80-89)

18

24

Advanced (90-100)

Figure 3.0 above reflects the students transition in the proficiency levels as follows:

After program engagement, the total number of students who were Below Basic Level (0-69) went from 24 to 14
students – reflecting an overall drop in students who ended up at the Below Basic Level

Similarly, the total number of students who were at the Basic Level (70-79) went from 16 to 18 students – reflecting
an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending
up with another powerful improvement overall

The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well
reflective of the additional math gains and acceleration that are possible by using the platform